MYP Level 2 Unit 2 planner

Comments

Transcription

MYP Level 2 Unit 2 planner
Teacher(s)
French 2 MYP
Subject group and discipline
Language Acquisition-French
Unit title
Bon Appétit!
MYP year
4
Unit duration (hrs)
Inquiry: Establishing the purpose of the unit
Key concept
Related concept(s)
Global context
Culture
Conventions, form, idiom, function, audience,
point of view
Personal and cultural expression
Statement of inquiry
Foods and eating habits are forms of creative expression that reflect personal, social and cultural experiences.
Inquiry questions
Factual— What foods are most common in French speaking countries? How are they different from what we eat in the United States? How are they
similar? Are eating habits the same within the French speaking world?
Conceptual— How is food a reflection of the culture?
Debatable— French cuisine and eating habits are better and healthier than American food. Why or why not?
Objectives
Summative assessment
A: Comprehending spoken and visual texts
Outline of summative assessment task(s) including
assessment criteria:
I.
Show understanding of messages,
main ideas and supporting details
II.
Recognize basic conventions
III.
Engage with the spoken and visual
text by identifying ideas, opinions
and attitudes and by making a
personal response to the text.
B. Comprehending written and visual text.
Middle Years Programme Unit planner
- Listen to a conversation between restaurant staff
and a customer
- Explain the scenario in an email to your friend
- Create your own restaurant using vocabulary
from this unit
- Explain what foods will be served, pricing and
Relationship between summative assessment task(s)
and statement of inquiry:
- The listening activity allows the student to
assess whether or not they understand the
vocabulary and sentence structures taught
during the unit. It also allows the student the
opportunity to hear how important formality
is in conversation,
- The creation of the restaurant allows the
student to put into practice writing and
1
I. Show understanding of information, main
ideas and supporting details and drawing
conclusions.
what hours you will be open
creating visual texts.
II. Understand basic conventions including
aspects of format and style and author’s
purpose for writing.
III.
Engage with the written and visual text
by identifying ideas and opinions
and attitudes and by making a
response to the text based on
personal experiences and opinions.
C. Communicating in response to spoken,
written and visual text.
I. Respond appropriately to spoken, written
and visual text.
II. Interact in rehearsed and unrehearsed
exchanges.
IV.
Express ideas and feelings, and
communicate information in
familiar and unfamiliar situations
Approaches to learning (ATL)
Middle Years Programme Unit planner
2
Communication:
Use the simple present and past tense accurately
Improve upon listening comprehension skills
Understand language used in restaurant settings. (Conversation, menu, etc,)
Social:
Interaction between restaurant staff and customer
Understand how food relates to the cultures within the French speaking world
Understand the importance of formality in certain settings
Research:
Discover the eating habits within the French speaking world, and how it is different from your own.
Organization:
Keep notes from the unit in an organized fashion within your notebook, to where you can easily access answers to questions as they arise.
Time management when it comes to research
Affective / Perserverance:
Demonstrate the desire to learn
Mindfulness:
Pratice strategies to stay on task and focused in order to meet the goal of the unit
Action: Teaching and learning through inquiry
Content
Learning process
Basic food vocabulary
Learning experiences and teaching strategies
Simple present and preterite tense; writing
sentences in the preterite using adverbs
- Introduce food vocabulary using pictures and plastic foods.
Using the verb “to be able to” in the present tense
- Review present tense construction and introduce preterite construction with powerpoints and practice
exercises.
Use DOP correctly in sentence structure
- Use verb structures accurately in conversation through skits with teacher and group members.
Middle Years Programme Unit planner
3
Understand the creation of formal commands and
be able to use them accurately
Formative assessment
- Writing a menu in French
Use of the passive verbs with “se”
Cultural knowledge with regards to Capitals, money,
cafes and restaurants, open markets, family
traditions, music, holidays and dinners
- Presentation – restaurant scenario skit
- Create a command chart
-
Show and tell with food props
Differentiation
- Allow extended time on all assessments
- Use quizlet to practice vocabulary
- Provide tutoring after school as needed
Use of video where appropriate
Resources
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit
During teaching
- What do I know about foods in the French
speaking world?
- Am I understanding the vocabulary and
concepts being presented?
- What do I want to understand in this unit?
- What do I need help with in the unit so far?
- What will I learn from this unit?
- Where am I strongest?
- How can I apply this to my daily life?
Middle Years Programme Unit planner
After teaching the unit
- How does my knowledge about foods help me?
- List what you understood well, and where you
need further practice. How will you improve
on that skill?
- What was most memorable from the unit and
why?
4

Similar documents